CMC North Conference Program
CMC North Conference 62nd Annual Conference
Embracing Cultural Diversity in Mathematics
December 6 - 8, 2019
Pacific Grove, CA
PDF Version of the 2018 Program
Available Speaker Handouts
Keynote Speakers
Friday Night
7:30 - 9 PM Maria Zavala, Teaching Mathematics in Times of Intolerance
Assistant Professor of Elementary Education, Mathematics // Bilingual Education, San Francisco State Graduate College of Education
When I think about student voice I think about those voices in the margins. In addition to historically marginalized populations of students, our current political climate is creating new ways to oppress and exclude students from being visible and participating in school. Student trauma
is a growing issue. Seeing our students clearly is essential for being an effective mathematics teacher. When we think of student voice, who can we not hear clearly? How can we center mathematics teaching on those students?
This keynote session will be a chance to begin to think about ideas and questions to guide participants’ work throughout the conference. I propose that shifting our teaching to draw in students from the margins requires disequilibrium. In the same way that teachers need students to experience productive disequilibrium when learning mathematics, participants will explore what productive disequilibrium may mean if they are to truly enact change. Using examples from contemporary research and policy, I will ask participants to think about what questions are truly necessary to ask of themselves, and what values underlie particular questions and decisions.
Sunday Morning
9 - 10:15 AM Grace Kelemanik and Amy Lucenta, #EmpoweredMathThinkers
Co-Founders of Foster Math Practices
Students face a constantly changing, data drenched world, filled with fake news and powerful technologies. Learning concepts and skills will not suffice, and leaving students behind is not an option. Every student needs to develop mathematical thinking and reasoning. This can only happen when students are talking together to make sense of important mathematics and each and every student is contributing to the conversation. So, how do we ensure that all students develop as mathematical thinkers and communicators? Leverage the predictable nature and uniform design of instructional routines to support students and teachers alike.
10:30 - 11:45 AM Anthony Muro Villa, Authorship of mathematical opportunities: examining the ebb and flow of student authority during mathematical groupwork
Doctoral Candidate in Mathematics Education, Graduate School of Education | Stanford University
Groupwork gives students the opportunity to build on others’ ideas, grapple with challenges, and dig into conceptual understandings. It can help students develop autonomy, agency, and a sense of authority over their own learning process. But how does this happen--and how can it go wrong? This talk examines how classroom conditions and the delegation of authority can shape students’ access to the mathematics. I focus on two middle school classrooms where student authority gets enacted in different ways, and question how authority is tied up with norms, expectations, students’ perception of status among their peers, and the mathematics tasks. One classroom is a labeled as regular seventh grade and the other is designated as an accelerated seventh grade class. Using video clips of groupwork, excerpts from interviews, and results from a small-measures survey, I will share my analysis of student mathematical thinking in an authentic setting, and compare that analysis with students’ own self-reported perceptions of groupwork and status. Using the lens of authority, I will advance an argument for how students variously share or usurp each other’s opportunities to engage in mathematics while working collectively on a mathematics task. I hope to contribute to the ongoing conversations between teachers, mathematics educators, and researchers about how we can foster meaningful groupwork for all students.
Friday Mini-Sessions
Grades PreK-2 (Session A) - Shalek Chappill-Nichols, The Integrating nature of learning using Math and the Arts
In the integrating nature of learning using math and the arts, we will explore hands-on ways to integrate math and visual and performing arts (drama, music, dance and visual arts) into the daily curriculum. Participates will be able to create lesson plans and other material they can take back to the classroom.
FULL Grades K-5 (Session B) - Mike Flynn, Beyond Answers: Creating Meaningful Mathematical Experiences for K-5 Students
Students develop a love and appreciation for mathematics when teachers value the process as much as, if not more than, the product. Getting answers certainly has its place but it’s often the least interesting part of the work in math class. In this session, we will unpack specific methods teachers can use to engage students in mathematical practices and rich tasks that help them develop a deeper understanding of the number system and operations.
Participants in this session will engage in adult learning activities designed to mirror the experiences of K-5 students so they gain the perspective of the learner involved in productive struggle. By experiencing what it’s like to be a student engaged in the mathematical practices, teachers will develop a better understanding of the practices and how they can leverage them in the classroom to elevate students’ interest and sense-making. We will then debrief the experience and consider the instructional decisions and teacher moves that made the work interesting and increased participants’ motivation to dig deeply into the ideas.
Participants will leave with a number of frameworks they can use with their students that take advantage of existing resources and do not require a complete restructuring of their math classrooms.
FULL Grades 6-8 (Session C) - Emma Trevino, Alisa Brown and Hilda Borko, Deconstructing Student Math Content Knowledge and Groupwork Through Video-based Discussion
In this session, participants will do math together before engaging in a video-based discussion to discuss student learning in math groups. Participants will construct a video-based discussion beginning with exploring what kinds of questions lead to authentic adult learning and collaboration. We will create and review various focal questions and discuss how those questions direct our attention to different aspects of video viewing. Participants will practice selecting a 2-3 minute video clip and try out various facilitation moves and participation structures while rehearsing a video-based discussion. We will close with a discussion about how video-based discussions are used or can be used in the participants’ various contexts.
FULL Grades 7-12 (Session D) - Shelly Carranza and Michael Fenton, Building Social + Creative Classrooms with Technology
At its best technology fosters creativity and connects people. Too often in classrooms, however, technology is isolating and stultifying: videos, writing numbers in blanks. Together, we'll look how technology can support a social & creative classroom. We'll focus especially on how to implement the 5 practices using Desmos.
FULL General Interest (Session E) - Grace Kelemanik and Amy Lucento, Developing Justification in ALL Students through the Decide and Defend Instructional Routine
Creating and critiquing mathematical arguments is essential and often difficult for students— it takes repeated and explicit practice. Decide and Defend is a robust instructional routine designed to develop students’ capacity to construct viable arguments and critique the reasoning of others (MP3). In it, students interpret and consider the validity of another’s math work; decide for themselves if they agree with the work; and then defend their decision. During this session, participants will engage in the routine as math learners, unpack the routine, and discuss how it helps a wide range of learners critique and construct viable math arguments. They will leave understanding the components of the Decide and Defend instructional routine, how they work in concert to develop students' capacities to construct viable arguments and critique the reasoning of others, and how to get started implementing the routine for themselves and for their students.
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